Paragraph 48 of HEFCE's 2006 Aimhigher Guidance states:
"Aimhigher makes an important contribution to gifted and talented provision and the funding continues to include an element for work with gifted and talented students aged 16-19. ASGs will need to work with partners in schools and colleges to ensure a coherent experience for gifted and talented learners across the entire 14-19 age range."
Within the Aimhigher programme it is possible to identify sub-groups of young people who will benefit from specific support. Among this group are those students who have been identified by their schools as gifted and talented (G&T). These young people may already be participating in gifted and talented programmes provided by the school or within the local or regional areas.
It is particularly important that these young people are supported during their progression to post-16 institutions and that there is coherence from ages 14 to 19 if they are to achieve their potential. Many of them may have been underachievers, lacking in self-esteem, motivation and aspiration who will continue to need support and encouragement when they make the transition to post-16 education. Aimhigher has a range of schemes in place to support with raising aspirations of these learners, such as the Aimhigher Associate Scheme which is one of a number of Aimhigher schemes which raise awareness, aspirations and attainment amongst young people from lower socio-economic backgrounds pupils in Years 9 – 11.
Specific programmes have been established to support vulnerable learners as part of the National City Challenge programme. This programme currently operates within London, Greater Manchester and the Black Country. There are specific websites for each of the City Challenge areas, listed below.
Plans are currently being developed with Local Authorities to further develop this support for 14-19 gifted and talented learners through targeted support programmes and the National Challenge G&T Pilot operated by National Strategies. Information relating to targeted support can be found through your Local Authority G&T Lead.
Aimhigher co-ordinators in schools and colleges will need to work closely with G&T lead teachers responsible for G&T students in schools in order to ensure that activities are planned to enhance and enrich the skills and understanding of these young people, as well as develop those of the whole widening participation cohort.
Although some one-off activities, such as awareness raising of higher education opportunities are useful, evaluation proves that the greatest impact is achieved where these activities are integrated into the curriculum and programmes are tailored to meet the needs of the individual student whilst building on his/her previous experiences.
In relation to their provision for G&T learners, it is strongly suggested that schools:
identify and keep a register of gifted and talented students;
appoint leading teachers to support Gifted and Talented learners;
provide access to study support for disadvantaged learners; and
personalise learning for all pupils.
The National Strategies website provides information and support for schools relating to the teaching and learning of G&T pupils. The institutional Quality Standards (IQS) for Gifted and Talented Education is an online tool to help institutions evaluate their provision for gifted and talented education and identify priority areas for development. This is supported by the Classroom Quality Standards (CQS) which looks at enhancing classroom provision for G&T pupils. A series of e-modules which can be used to support G&T lead teachers are also available on the National Strategies site.
The G&T Wise website also provides useful information and support for those who work with gifted and talented students.
Aimhigher partnerships can play an important role in helping schools and colleges to develop a strategy for greater coherence between the Aimhigher and G&T programmes. In many institutions this already exists and there are examples of good practice across the country where an integrated approach is taken. The development of the Self Evaluation Framework and School Improvement Plans encourage this approach. Equally the 14-19 reforms look to embed a seamless transition at 16. Vililers Park also offer a range of targeted support relating to G&T at post 16.
Paragraph 48 of HEFCE's 2006 Aimhigher Guidance states:
Black Country
Greater Manchester
London